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ERIC Number: ED522977
Record Type: Non-Journal
Publication Date: 2011-Jun
Pages: 132
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-1-6070-9861-XISBN-978-1-6070-9861-4
ISSN: N/A
Understanding Multicultural Education: Equity for All Students
Rios, Francisco; Stanton, Christine Rogers
Rowman & Littlefield Education
Multicultural education has evolved over the last 25 years to become a promising, productive, and positive approach to education within an increasingly diverse schooling context. The academic discipline has developed models, robust definitions and goals, and specific pedagogical principles related to an education that is multicultural. Almost all teacher education programs now require some academic coursework that focuses on the theoretical and practical elements of multicultural education. In addition, school districts are also recognizing the importance of multicultural education through professional development, the hiring of cultural facilitators, and minority teacher recruitment. "Understanding Multicultural Education: Equity for All Students" brings the goals, ideas, theories, principles, and practices of multicultural education together in their most accessible form. The book is organized using the analogy of a house to make complex ideas understandable. It aims to move the ideals of multicultural education from the academic realm to the public. With the information provided by the authors, stakeholders who play a role in the implementation of multicultural education--students, teachers, administrators, parents, school board members, citizens--will be able to pursue its implementation more fully and authentically. [Foreword by Valerie Ooka Pang.]
Rowman & Littlefield Education. 15200 NBN Way, P.O. Box 191, Blue Ridge Summit, PA 17214-0191. Tel: 800-462-6420; Fax: 800-338-4550; e-mail: custserv@rowman.com; Web site: http://www.rowmaneducation.com
Publication Type: Books; Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A